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Henry Tyndale School

Learning & achieving together

Key Stage 2

Key Stage 2 Curriculum Statement  

In Key Stage 2 we aim to provide students with a curriculum which is broad, well balanced and above all stimulates each child to learn to the best of their ability. We are passionate in wanting to help each individual grow in confidence and continue to develop their communication and independence through personalised programs of study to cater for their own needs.

In progression from the Key Stage1 EYFS curriculum students start following one of four pathways into their learning journey to enable the curriculum to be personalised to best meet each student’s individual learning needs

The planning of the curriculum is based around a four year rolling programme to ensure there is a broad coverage as the students’ progress through the Key Stage.  Where possible we use facilities in the local community to support these areas and sometimes travel further afield to give the students a wider range of experiences to enhance their learning.

In the formal and semi-formal pathway there is a greater emphasis on Literacy and Numeracy as this underpins many aspects of the curriculum. As seen in the long term rolling programme (attached) students will engage in different aspects of the rolling programme according to their individual needs. Students working on a more formal pathway would be working towards transitioning to a more MLD school when appropriate.

Communication and Literacy

Developing communication skills is a key priority, both expressive and receptive, with support from Speech and Language therapist. Makaton signing and symbols will support, with some children using individual communication devises including PEC’s, IPad and switches.

In the formal pathway, reading and phonics are taught daily with opportunities for all to develop their writing through individually set writing tasks. Some children will work on recall and comprehension activities using words and symbols, computers and writing.

In the semi-formal pathway, whilst there will be focus on the more formal literacy skills this will be underpinned by specific concepts such as listening awareness, communication expansion and questioning and instruction.

Numeracy

This is taught through the four strands: Data Handling, Shape, Space and Measure, Number and Using and Applying.  Students will have a dedicated time each day when a stand may be taught as well as during other times of the day when where calculation, number recognition and estimation are required.  In the semi formal pathway students will be taught through a more mathematical concept based curriculum.

 

 

Foundation Subjects

Humanities, Design & Technology [DT], Art, Music, Physical Education [PE], Computing and Religious Education [RE] will be taught as discrete lessons within a thematic approach.

PSHE

This area of the curriculum focuses on social play, social interaction, emotional wellbeing and resilience along with starting explore relationships. Students also access the NSPCC project which helps students to speak out and stay safe.

PE

All students have a PE lesson and a swimming lesson each week. Students use the public pool in Farnborough or the hydrotherapy pool on site if their physical needs require this

 

Integrated

A more sensory based curriculum

Communication and Literacy Skills

The communication strategies used with each student will depend on their individual needs and will include, Intensive interaction, PECs, Makaton, speech and AAC devices such as iPads, switches and eye-gaze.  Every lesson involves communication and so students will receive teaching throughout every day but also in targeted communication lessons.

Students will learn literacy skills targeted at their individual needs both in discreet lessons, within the knowledge of the world and creative studies lessons, out in the community and throughout the school day.  Skills targeted will be dependent on the children’s needs but will include attention listening skills through the use of Attention Autism,  comprehension skills through the use of Sensory stories and mark making and fine motor skills through the use of write dance.  Other strategies and approaches will also be used

 

Cognition

Students will learn maths based concepts targeted at individual needs both in discreet lessons or applying it in other lessons such as cookery, out in the community, within the knowledge of the world and creative studies and throughout the school day. The maths based concepts taught will include more and less, big and little, full and empty, circles, squares and triangles, heavy and light and in, on and under

 

Knowledge of the world and creative studies

Learning will be planned on the termly theme. The intent of this learning is for the students to apply and generalise key skills learnt in other lessons, broaden their understanding of the world around them, develop their communication skills further including being able to express what they like and dislike

 

 

Physical

There will be an emphasis on keeping our bodies healthy and encouraging exercise as a lifestyle choice.  There will be a PE lesson and a swimming lesson each week. All students have swimming included within PE, either at a swimming pool in the local community or in the hydrotherapy pool on site dependent on the student needs.  Some students may engage in physical activities at other times of the week as appropriate for their needs, including physiotherapy and Sherbourne.

 

 

If needed, students will have access to OT sensory circuits every morning.

  

By the end of year 6 our students will have learnt from the wide range of educational experiences to enable them to use this knowledge and skills to further in Key Stage 3 whether they continue at Henry Tyndale or move to a MLD provision.  If students are moving on a transition programme is planned

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